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Leadership content and pedagogical strategies are fundamental to health professionals’ education. All health professionals must be able to lead effectively and thrive in today’s complex health systems. Students must be involved in meaningful didactic and experiential leadership development early in their academic progression, and educators are positioned to lead in this initiative. This paper describes pre-postfindings from an application of Kouzes and Posner’s Student Leadership Practices Inventory with students who completed an interdisciplinary undergraduate leadership development program and observers’ perspectives of these students’ leadership characteristics. Outcome data found positive change in pre-post data except for encourage the heart for the student participants and challenges others for the observers. Critical reflectionand authentic assessment of actions that occurred during the leadership program could have shifted students’ realization of behaviors they actually did not demonstrate as originally thought at the beginning of the program. Observers’ scores tended to be higher than students’ scores; however, minimal change in posttest scores could be attributed to not using the same observers for the pre and post assessments.

The purpose of this paper is to examine changes in scores from the Kouzes and Posner Student Leadership Practices Inventory of undergraduate students in the health professions who were engaged in a nine-month leadership program. The authors also assessed changes in scores on the same inventory for several observers who rated the students’ leadership competence and examined differences between the students’ self-assessment on leadership practices and those of their observers.

A pre-post survey design using repeated measures factorial ANOVA, Pearson correlations and paired t-tests was used to investigate the data. An α level of 0.05 was used.

Statistically significant changes were found in the pre- to post-surveys of students on three of the five subscales but only one of the five subscales for observers. Students’ and observers’ ratings were largely uncorrelated, with the exception of Encouraging the Heart ratings at post-program.

Participants were recruited from one setting at a private university in the USA and the sample size was small. A control group was not available to offer a comparison for the outcomes of the leadership program and only quantitative data were assessed.

Data capturing undergraduate leadership practices on students in the health professions using a validated tool bring value to better understanding strategies that university faculty can use to improve students’ leadership skills.

In this article, the authors study the gender pay-gap (GPG) among graduates in Italy (2011 cohort) who were employed four years after graduation. The authors focus on individuals who are new entering in the labour market or who match a low level of experience with a high level of education.

Aimed at estimating the amount of the differential between male and female average wages, the authors have applied the Oaxaca–Blinder (O–B) decomposition. The results identify the presence of a GPG at the very beginning of graduates’ careers given that, shortly after graduation, women receive lower salaries than men, even after controlling for several characteristics (individual, academic, job and local labour market). The authors completed the analysis with the reweighted O–B decomposition using the recentered influence function (RIF) and the Juhn, Murphy and Pierce and Machado and Mata decomposition approaches.

The results show that the GPG is already present at the very beginning of graduates’ careers, and it increases when correcting for women’s lower level of participation in the labour market. The authors also identified sticky floor and the glass ceiling effects due to the existence of a relevant high GPG both at the bottom and the top of the graduates’ wage distribution.

By focussing attention particularly on graduates, this paper adds to the existing literature a deeper understanding not only of individuals who have recently entered the labour market, but also those who are highly skilled but have little on-the-job experience. In fact, the authors are looking at a particular sample (graduates who are all transitioning from university to work during the same period) with small heterogeneity which allows the authors to compare very similar young men and women graduates and gain a deeper understanding of GPGs in early careers while controlling for confounding and hidden sources of variability.

As CD‐ROM becomes more and more a standard reference and technical support tool in all types of libraries, the annual review of this technology published in Computers in Libraries magazine increases in size and scope. This year, author Susan L. Adkins has prepared this exceptionally useful bibliography which she has cross‐referenced with a subject index.